Professional Education Program
Disciplinary Standards Form – Science Education Program
NSTA Thematic Standards – Performance Evidence
Teacher Candidate:
USBID:
Cooperating Teacher or
University Instructor:
 Methods I
 Methods II
Student Teaching Placement
 7-9
10-12
DIRECTIONS:
The National Science Teachers Association (NSTA) requires all accredited education programs
to provide performance evidence showing how well teacher candidates can plan and deliver
instruction aligned with the ten NSTA Thematic Standards. This form is our basic means for
gathering this information.
Stony Brook instructors use this form to evaluate lesson and unit planning in the methods
courses, and it is also used to assess the classroom performance of our student teachers.
We ask that all cooperating teachers complete this form for their student teachers at the end of
each placement. Feedback from cooperating teachers is especially important for the continued
development of the student teacher since they are in the best position to assess the ability of
student teachers to meet the various standards in an authentic classroom setting. This form
also provides the Science Education Program with useful information on the strengths and
weaknesses of our program.
FOR COOPERATING TEACHERS
On the following pages, please check the box that best reflects the ability of the teacher
candidate to plan and deliver instruction pertaining to the individual standards (expanded
descriptions are on the last pages of this document). It is expected that, in Methods I, most
candidate scores will fall in the 1-2 range, in Methods II that they will fall in the 2-3 range, and in
student teaching that they will fall in the 3-4 range. Student teacher performance should be
assessed in relation to standards for beginning teachers. We strongly encourage the
use of narrative comments to elaborate on candidate strengths and weaknesses in the
individual standards.
1. Does not meet standards
2. Minimally meets standards
3. Meets standards
4. Exceeds standards
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 1 – Content
The teacher candidate understands the structure of science. S/he can articulate and interpret the important
concepts, ideas, and relationships in the selected field(s) of licensure; and possess working skills to
conduct scientific investigation.
1
2
3
4
Evidence in planning
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Evidence in teaching




Comments:
Standard 2 – Nature of Science
The teacher candidate engages students effectively in studies of the history, philosophy, and practice of
science. S/he enables students to distinguish science from non-science, understand the evolution and
practice of science as a human endeavor, and critically analyze claims made in the name of science.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 3 – Inquiry
The teacher candidate engages students both in studies of various methods of scientific inquiry and in
active learning through scientific inquiry. S/he encourages students, individually and collaboratively, to
observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and
relationships from empirical experiences.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 4 – Issues
The teacher candidate recognizes that informed citizens must be prepared to make decisions and take
action on contemporary science and technology-related issues of interest to society in general. S/he
requires students to conduct inquiries into the factual basis of such issues and to assess possible actions
and outcomes based upon their goals and values.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 5 – General Skills of Teaching
The teacher candidate creates a community of diverse learners who construct meaning from their science
experiences and possesses a disposition for further exploration and learning. S/he uses, and can justify, a
variety of classroom arrangements, groupings, actions, strategies, and methodologies.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 6 – Curriculum
The teacher candidate plans and implements an active, coherent, and effective curriculum that is
consistent with the goals and recommendations of the National Science Teachers Association. S/he begins
with the end in mind and effectively incorporates contemporary practices and resources into planning
lessons and teaching.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 7 – Science in the Community
The teacher candidate relates the discipline to local and regional communities, involving stakeholders and
uses the individual, institutional, and natural resources of the community in teaching. S/he actively
engages students in science-related studies or activities related to locally important issues.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 8 – Assessment
The teacher candidate constructs and uses effective assessment strategies to determine the
backgrounds and achievements of learners and facilitate their intellectual, social, and personal
development. S/he assesses students fairly and equitably, and requires that students engage in
ongoing self-assessment.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 9 – Safety and Welfare (The Environment for Learning)
The teacher candidate organizes safe and effective learning environments that promote the success of
students and the welfare of all living things. S/he requires and promotes knowledge and respect for safety,
and ensures the welfare of all living things used in the classroom or found in the field.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Standard 10 – Professional Growth
The teacher candidate strives continuously to grow and change, personally and professionally, to meet the
diverse needs of the students, school, community, and profession. S/he has a desire and disposition for
growth and betterment.
1
2
3
4
Evidence in planning




Evidence in teaching




Comments:
Science Education Program
Disciplinary Standards Form
Revised 08-12
National Science Teachers Association
Thematic Standards – Performance Evidence
Standard 1 – Content
The teacher candidate understands the structure of science. S/he can articulate and interpret the
important concepts, ideas, and relationships in the selected field(s) of licensure; and possess
working skills to conduct scientific investigation.
Description:
To show that they are prepared in content, teachers of science must demonstrate that they:
a. Understand and can successfully convey to students the major concepts, principles, theories, laws, and
interrelationships of their fields of licensure and supporting fields as recommended by the National
Science Teachers Association.
b. Understand and can successfully convey to students the unifying concepts of science delineated by the
National Science Teachers Association.
c. Understand and can successfully convey to students important personal and technological applications
of science in their fields of licensure.
d. Understand research and can successfully design, conduct, report and evaluate investigations in
science.
e. Understand and can successfully use mathematics to process and report data, and solve problems, in
their field(s) of licensure.
Standard 2 –Nature of Science
The teacher candidate engages students effectively in studies of the history, philosophy, and
practice of science. S/he enables students to distinguish science from non-science, understand the
evolution and practice of science as a human endeavor, and critically analyze claims made in the
name of science.
Description:
To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:
a. Understand the historical and cultural development of science and the evolution of knowledge in their
discipline(s).
b. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from
technology and from other ways of knowing the world.
c. Engage students successfully in studies of the nature of science including, when possible, the critical
analysis of false or doubtful assertions made in the name of science.
Standard 3 – Inquiry
The teacher candidate engages students both in studies of various methods of scientific inquiry
and in active learning through scientific inquiry. S/he encourages students, individually and
collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order
to develop concepts and relationships from empirical experiences.
Description:
To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
a. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific
knowledge.
b. Engage students successfully in developmentally appropriate inquiries that require them to develop
concepts and relationships from their observations, data, and inferences in a scientific manner.
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 4 – Issues
The teacher candidate recognizes that informed citizens must be prepared to make decisions and
take action on contemporary science and technology-related issues of interest to society in
general. S/he requires students to conduct inquiries into the factual basis of such issues and to
assess possible actions and outcomes based upon their goals and values.
Description:
To show that they are prepared to engage students in studies of issues related to science, teachers of
science must demonstrate that they:
a. Understand socially important issues related to science and technology in their field of licensure, as
well as processes used to analyze and make decisions on such issues.
b. Engage students successfully in the analysis of problems, including considerations of risks, costs, and
benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Standard 5 – General Skills of Teaching
The teacher candidate creates a community of diverse learners who construct meaning from their
science experiences and possesses a disposition for further exploration and learning. S/he uses,
and can justify, a variety of classroom arrangements, groupings, actions, strategies, and
methodologies.
Description:
To show that they are prepared to create a community of diverse learners, teachers of science must
demonstrate that they:
a. Vary their teaching actions, strategies, and methods to promote the development of multiple student
skills and levels of understanding.
b. Successfully promote the learning of science by students with different abilities, needs, interests, and
backgrounds.
c. Successfully organize and engage students in collaborative learning using different student group
learning strategies.
d. Successfully use technological tools, including but not limited to computer technology, to access
resources, collect and process data, and facilitate the learning of science.
e. Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of
students.
f. Create and maintain a psychologically and socially safe and supportive learning environment.
Standard 6 – Curriculum
The teacher candidate plans and implements an active, coherent, and effective curriculum that is
consistent with the goals and recommendations of the National Science Teachers Association.
S/he begins with the end in mind and effectively incorporates contemporary practices and
resources into planning lessons and teaching.
Description:
To show that they are prepared to plan and implement an effective science curriculum, teachers of science
must demonstrate that they:
a. Understand the curricular recommendations of the National Science Teachers Association, and can
identify, access, and/or create resources and activities for science education that are consistent with the
standards.
b. Plan and implement internally consistent units of study that address the diverse goals of the National
Science Teachers Association Standards and the needs and abilities of students.
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 7 – Science in the Community
The teacher candidate relates the discipline to local and regional communities, involving
stakeholders and uses the individual, institutional, and natural resources of the community in
teaching. S/he actively engages students in science-related studies or activities related to locally
important issues.
Description:
To show that they are prepared to relate science to the community, teachers of science must demonstrate
that they:
a. Identify ways to relate science to the community, involve stakeholders, and use community resources to
promote the learning of science.
b. Involve students successfully in activities that relate science to resources and stakeholders in the
community or to the resolution of issues important to the community.
Standard 8 – Assessment
The teacher candidate constructs and uses effective assessment strategies to determine the
backgrounds and achievements of learners and facilitate their intellectual, social, and personal
development. S/he assesses students fairly and equitably, and requires that students engage in
ongoing self-assessment.
Description:
To show that they are prepared to use assessment effectively, teachers of science must demonstrate that
they:
a. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned
with methods of instruction and the needs of students.
b. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or
the assessment process.
c. Use the results of assessments as vehicles for students to analyze their own learning, engaging students
in reflective self-analysis of their own work.
Standard 9 – Safety and Welfare
The teacher candidate organizes safe and effective learning environments that promote the
success of students and the welfare of all living things. S/he requires and promotes knowledge
and respect for safety, and ensures the welfare of all living things used in the classroom or found
in the field.
Description:
To show that they are prepared, teachers of science must demonstrate that they:
a. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the
proper treatment of animals, and the maintenance and disposal of materials.
b. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and
disposal of all materials used in science instruction.
c. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures
appropriate for the activities and the abilities of students.
d. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical
manner and respect legal restrictions on their collection, keeping, [and] use and potential release.
Science Education Program
Disciplinary Standards Form
Revised 08-12
Standard 10 – Professional Growth
The teacher candidate strives continuously to grow and change, personally and professionally, to
meet the diverse needs of the students, school, community, and profession. S/he has a desire and
disposition for growth and betterment.
Description:
To show their disposition for growth, teachers of science must demonstrate that they:
a. Engage actively and continuously in opportunities for professional learning and leadership that reach
beyond minimum job requirements.
b. Reflect constantly upon their teaching and identify ways and means through which they may grow
professionally.
c. Use information from students, supervisors, colleagues and others to improve their teaching and
facilitate their professional growth.
d. Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive
relationships with the community.
Science Education Program
Disciplinary Standards Form
Revised 08-12